Everyday on my way to work I pass a bronze statue of Friedrich Schiller opposed to a Statue of Wolfgang Goethe. Today, I imagined what I would say about the Schiller Statue, if a class accompanied me. Schiller is told to have thought, that learning would be happening by playing. Well, its quite understandable,- Games are repetition and change by nature, this applies to games as it applies to the meaning of the term playing in the context of making music, free acting, associating and so on. For this part, I have canonized and incorporated Schiller’s thinking in my pedagogical work. But what I have realised today is the part of fun, that is involved in playing, and that must be essential to Schillers approach of learning. Learning by playing is initiated by the urge for fun, whereas the cavemen of Platos Theory learn through and with the experience of pain. So it does not make fun, quite the opposite! And then I have experienced a third way to learn- the pragmatic way- when pupils learn, because they have to, and there is no specific emotion involved. I am sceptical about that, for I can remember not to remember what is not connected to emotion in some way. Hence I clearly prefer Schillers approach, even if big adjustments have to be made in order to make classes playable and joyful. This may be a big task in regard to the fact, that school is something, pupils are obliged to attend. But as far as I can tell, also small measures can be taken. Especially important to roaring fun is the space and time to let it evolve. A class hour should be structured somehow loosely,- there must be space and time that is not filled with tasks or even meaning. Jaques Rancier has written in his emancipated Spectator, that guessing into the unknown has something playful in the sense of Schillers argument. So I think too, -guessing must be made possible, for just presenting the material, leaves no hole. As sofar, playing is possible, when what the teacher presents, is uncompleted and in the mode of a Question.